Search results for: Blended learning
Page 1/3 26 items
Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science
This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. Five classroom teachers who were new to mentor training participated in the study to document the impacts of the PD sequence. The PD combined an in-person immersion into the components of effective science instruction with online modules centered on learner-supportive mentoring practices. Findings indicated that mentors who engaged in the hybrid face-to-face and online PD more effectively coached their mentees and displayed specific shifts in their approach to mentor conversations. Participants showed statistically significant increases in their ability to use coaching as a default mentoring stance, to focus on evidence of students’ science learning, and to draw on a consistent framework for effective science instruction for their conversations.
Updated: Dec. 01, 2019
This paper reports on interviews with 19 senior teacher educators from 18 universities across Australia who offer fully online courses in initial teacher education (ITE). Teacher educators provided insight into four focus areas related to online ITE: 1) institutional practices; 2) affordances; 3) challenges; and 4) research priorities. Analysis revealed teacher educators perceived that online ITE can not only match on campus delivery but is also able to respond to reform agendas in ITE, including attracting students with attributes and characteristics that are likely to see them succeed as teachers, enabling students to experience contemporary approaches to learning, building strong partnerships between schools and universities, and helping address teacher shortages in rural/regional areas.
Updated: Nov. 21, 2019
The authors undertook this systematic review in order to find out the impact of blended learning on academic achievement and attitudes at teacher education programs in Turkey. 21 articles and 10 theses complying with all pre-determined criteria were included in this review. The authors found that blended learning that the majority of the studies confirmed that blended learning had a positive impact on attaining academic course outcomes. They also found that a blended learning environment contributed to pre-service teachers developing positive attitudes towards the courses. In addition, they also concluded that face-to-face aspects of the courses were favoured considerably asthey enhanced social interaction between peers and teachers. The authors recommend that pre-service teacher education curricula be modified by infusing ICT into the entire program through blended learning rather than delivering isolated ICT courses. They suggest that this may thus serve as catalysts for prospective teachers to integrate the use of ICT in their own teaching.
Updated: Aug. 11, 2019
This article addresses the need for pedagogical approaches to working with open educational resources (OER). The authors found that the blended pedagogical strategy led most students to identify patterns in primary source OERs. The students began to refine personal models of a complex domain, and applied primary and secondary source evidence to reason for claims and solutions to a transfer problem.
Updated: Dec. 06, 2018
This article describes a project, which focuses on supporting competencies, which foster the ability to act in school settings by using a blended-learning scenario. The authors conclude that this project combines theoretical and practical learning by repeatedly putting students into situation, which let them prepare lessons based on their didactical knowledge, give lessons at school and reflect on them both independently as well as cooperatively in an online environment. The authors indicate that the competencies that are intended to be fostered are reflective competence and media competence in order to support students’ ability to act in school settings. During the process of this blended learning scenario, students tend to blend self-reflection and the reflection of others. In addition, students gain new awareness and knowledge by dealing with their own video material as well as material of others.
Updated: Feb. 06, 2018
How Can a Blended Learning Environment Enhance Job-Related Competencies of In-Service Physical Educators? –Development and Implementation of a Web-Based Video Analysis Service (EQUEL)
This article describes the future development of a web-based video analysis service (EQUEL). The aim of this service is encouraging in-service physical education (PE) teachers to reflect on their own teaching practice and how they can develop it further.
Updated: May. 14, 2017
Intertwining Digital Content and a One-To-One Laptop Environment in Teaching and Learning: Lessons from the Time To Know Program
This research provides a comprehensive look at a constructivist one-to-one computing program’s effects on teaching and learning practices as well as student learning achievements. Findings indicated consistent and highly positive findings of the efficacy of a constructivist one-to-one computing program in terms of student math and reading achievement, differentiation in teaching and learning, higher student attendance, and decreased disciplinary actions.
Updated: Dec. 30, 2015
The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers’ Perspectives and Achievement
This study investigated preservice teachers’ perspectives of the flipped classroom model and examined the impact of the model on student achievement. The authors found no significant differences between the flipped model and the traditional model in terms of academic achievement. However, they found different factors that may influence the effectiveness of this teaching model.
Updated: Nov. 02, 2015
This study presents one instructor’s perceptions of her roles, focusing on her activities in a blended course. The results indicated that the instructor saw her roles primarily as pedagogical, managerial, social, and technical. In addition, the instructor indicated that she needed to change and adapt thoughtfully her previous teaching philosophy and methods to her students and the blended environment. As a result, her experiences with this new blended approach helped evolve her own pedagogy and professional practices both in face-to-face and blended course teaching.
Updated: Jun. 22, 2015
Authentic Project-Based Design of Professional Development for Teachers Studying Online and Blended Teaching
This article describes an authentic project-based learning. The article overviews the approach and impact of an online professional development course for those in education and training, including school teachers and their schools in New Zealand and abroad. The data show that practice with online and blended learning during this course appears to have contributed to participants’ rate of adoption of similar approaches in their own professional contexts. The authors argue that the design of this postgraduate course can be seen to enhance relative advantages of online and blended learning in each student’s professional work, while also reducing the complexity of these innovations.
Updated: Dec. 31, 2014